SENIOR HIGH SCHOOL- English for Academic and Professional Purposes

STUDENT’S NAME GRADE / SECTION

________________________________ ________________________________
TEACHER DATE SUBMITTED
________________________________ ________________________________

I. LEARNING SKILLS
A. Most Essential Learning Competency:
Use knowledge of text structure to glean the information he/she needs

B. Objectives:
1. Identifies the text structure of academic texts
2. Employs a text structure-based strategy to determine the information in
academic texts
3. Finds information in academic texts using the knowledge of text structure

II. INTRODUCTORY CONCEPT

Like all printed materials, academic texts must be easy to read and their
contents easy to follow. Hence, academic texts must follow a specific text
structure or way of organizing and communicating information. Although this
text structure may slightly differ among the different kinds of academic texts, the
primary objective remains the same – to guide professional readers in finding
the information they need in the text.

There are six general classifications of academic texts to cover in EAPP. Essay
is generally the proforma for all analytical compositions. However, not all essays
are academic. Only those that are written for a professional audience and exhibit
formal tone in subject matter, sentence structure, and language can be considered
academic. Concept paper defines an idea or a concept and clarifies its ‘what-
ness’; thus, its most prominent structure is the use of definition. Reaction paper is
generally an informed and insightful perspective on art, popular culture, and a
technical topic. Position paper asserts an argument. Report retells data, incident,
or event. Research is a highly formal kind of report.

Each of the above is used for different purposes; thus, each text has a unique
way of arranging information to achieve cohesion. The one most commonly used
when considering the whole academic text is the three-part essay structure,
which has the introduction, body, and conclusion. Introductions or the opening
paragraph(s) aims to make a good impression and put the objective of the text in
context by presenting the situation or the overall rationale. Both must be linked to
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 the most important goal in writing the introduction – the thesis statement, which is
a one-sentence gist or summary of the entire paper, usually mentioned at the end
of the first paragraph or in the second paragraph. Next is the body which is
composed of several paragraphs that cohesively discuss the thesis. In academic
papers, paragraphs are advised to start with the main topic (Shiach, 2007), also
called as the key or topic sentence. This is because busy readers need to be
guided as to the content of the paragraphs. The body can present evidence through
the point-by-point analysis of hard data, stories, and events. Depending on the kind
of academic text, it can also detail the steps or procedure of doing something, the
parts and mechanisms of a piece of technology, the possible solutions for a
problem, the justifications for a position, and other important information necessary
to ensure the completeness of a text. Lastly, the writeup should be brought to an
emphatic conclusion and leave the impression that the topic has been relevantly
and thoroughly dealt with. Summarizing is an important element of conclusion, but
it should be stated in a fresh and concise way. It should use the words repeatedly
in the body. The conclusion can also emphasize a call for action or list
recommendations. A neat final sentence will leave the reader something to think
about.

There are also other structures being used in writing academic texts. For
instance, research papers may use the typical full-blown research format with
five or more sections that include background of the study, literature review,
methodology, data analysis, and findings and recommendations. This full-blown
research format is reduced in the IMRD (introduction, methodology, results, and
discussion) structure.

Another popular format is the S-P-S-E (situation-problem-solution-evaluation)

structure which may be used in concept, position, and reaction papers. In S-P-S-
E, the scenario is presented, then the problems and their complexities are analyzed
point by point before recommending solutions. The evaluation part talks about the
soundness of the proposed solution (Hamp-Lyons & Heasley, 2009).

In addition, the methods of paragraph development, namely narrative,

descriptive, comparison and contrast, classification, definition, and cause and
effect may be expanded into whole text to produce a coherent, concise, and well-
written composition. Thus, it is possible to have an entire text using description
text structure, sequence or chronological text structure, problem and
solution text structure, compare and contrast text structure, and cause and
effect text structure (Cepero-Perez, n.d.). For example, a police blotter may have
different forms but will always employ sequence or chronological text structure. A
concept paper about an invention must include description of the parts. A position
paper may incorporate comparison and contrast and cause and effect text structure
to prove its points.

As academic texts are long and may have modified formats, it pays to know the
T.H.I.E.V.E.S. strategy to quickly scan over a selection for information. THIEVES
is an acronym for title, headings, introduction, every first sentence in a paragraph,
visuals and vocabulary, end-of-chapter questions, and summary (Cepero-Perez,
n.d.). These parts of an academic text will always contain some clues as to the
content of the selection, its chapters, and paragraphs. All you need to do is ask,
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 “What does this part tell me about the text?” There may be other strategies out
there and knowing them will always be useful and interesting, as they can be
helpful in easily finding information without going through the entire text.

III. ACTIVITIES
A. Practice Tasks

Practice Task 1: DISSECT THAT STRUCTURE

Directions. Read the three selections that follow. Copy from the choices in the box
the structure of each text.
S-P-S-E IMRD
Three-Part Essay structure Full-Blown Research format

Text Title Structure

Text A: Plagiarism Detector Generator 1. _________________________
Text B: Parents can make a major 2. _________________________
contribution in their children's schools
Text C: WHO officials encourage calling it
‘physical distancing’ not ‘social distancing’ 3. _________________________

Text A.
Plagiarism Detector Generator
Dr. Rachel Edita Roxas, Software Technology Department, DLSU

This study involves the design and implementation of a plagiarism detector

generator for OO student programs and performs the lexical and structural similarity
measures of OO student programs using Java programs for testing.1 The system
would accept as input the grammar of the programming language.2 The application
would accept one folder per program group as input. 3 Plagiarism styles to be
detected by the system include but are not limited to (1) insertion, deletion and
modification of comments, (2) changing names of variables, attributes and
methods, (3) Changing the ordering of blocks of statements, (4) Changing the
formatting of the source code, (5) Extraction of source code to a method, (6)
copying the source code as it is.4

Testing was done in two parts.5 The first part uses the RKR algorithm
implementation v1.0.6 The second one uses the version 2.0 that addresses the
inaccuracy of the plagiarism technique EXTRACT.7 The first part of the testing uses
ten program specifications (labeled as 1, 2, to 10).8 For each program specification,
we considered one original program, five individuals (labeled as A, B, C D and E)
implemented one each non-plagiarized independently coded program based on the
program specification based on the original program using the five plagiarism
styles.9 The respective percent accuracies in positively identified plagiarized codes
for BLOCKS, VARIABLES, COMMENTS, EXTRACT and FORMAT are 78, 100,
100, 36 and 100.10 From the results, we can infer that some plagiarism techniques
can be successfully detected by the RKR-GST pattern matching algorithm such as
VARIABLES, COMMENTS and FORMAT which had 100% accuracy. 11 BLOCKS

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 obtained a 78% accuracy, while EXTRACT obtained a mere 36% accuracy.12 The
overall positively identified plagiarized copies obtained 83% accuracy. 13

From the results, the plagiarized programs that used the extraction method are
not easily detected in the Plagiarism Detector 1.0. 14 Version 2.0 was developed,
and plagiarized programs that used the extraction method have been detected from
83 to 100% similarity measures with 100% detection. Unfortunately, it also obtained
37.5% false positives….15
Note: Reprinted from Plagiarism Detector Generator (n.p.), by R.E. Roxas, 2006, De La Salle
University. Free at De La Salle University Research Abstract online library at
https://www.dlsu.edu.ph/research/abstracts/

Text B
Parents can make a major contribution in their children's schools

The question of parental involvement in schools is a relatively modern

phenomenon.1 In the past, parents sent their children to school and largely left it to
the school to educate them as it saw fit.2 While this arrangement was widely
respected, it is no longer a model for educational arrangements today. 3 Nowadays,
parents see themselves as providing the finances for schools whether they be
private or public and, as financiers, they are demanding a say in what happens in
the schools.4 In order to accommodate this desire for parental involvement, many
schools have created parent-teacher bodies and have brought parents onto the
school's board of stakeholders.5 These moves have gone some way towards giving
parents a role in the schools, but there is more that could be achieved. 6
Note: Adapted from Study writing: A course in writing skills for academic purposes, 2nd Ed. (p.125),
by L. Hamp-Lyons & B. Heasley, 2009, Cambridge University Press.

Text C
WHO officials encourage calling it ‘physical distancing’ not ‘social
distancing’
By Courtney Kueppers

If there is one phrase that sticks with us from this pandemic, it may well be “social
distancing.”1 But some experts say the term may be ill fitted.2 Now, experts at the
World Health Organization are encouraging calling it “physical distancing” instead. 3

While experts agree that maintaining distance, staying home and following
shelter-in-place orders are essential in the fight to stop the spread of coronavirus,
that doesn’t mean being socially disconnected from friends and family. 4
“Technology, right now, has advanced so greatly that we can keep connected in
many ways without actually physically being in the same room or physically being
in the same space with people,” WHO epidemiologist Maria Van Kerkhove said on
March 20, according to Al Jazeera.5 “We're changing to say physical distance and
that's on purpose because we want people to still remain connected.” 6

In fact, experts are actively encouraging people stuck at home to find ways to
connect with others, from a safe distance.7 The Atlanta-based Centers for Disease
Control and Prevention notes that “the outbreak of coronavirus disease 2019
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 (COVID-19) may be stressful for people and communities.”8 Checking in with each
other can be important for mental health in an unprecedented time. 9

“It occurred to me from the beginning that this was an unfortunate choice of
language to talk about 'social distance', when actually what was meant was
'physical distance,’” Martin W Bauer, a London-based sociology professor told Al
Jazeera.10 "It is good that WHO finally tried to correct an early error of mistaking
physical distance for social distance.11 In these strange times of the virus, we want
clear physical distance, but at the same time, we want people to remain close to
each other ‘socially.’”12
Note: Adapted from ‘Social distancing’ a most unfortunate term, by C. Kueppers, 2020 Mar. 22,
Philippine Daily Inquirer. Available at https://opinion.inquirer.net/128232/social-distancing-a-
most-unfortunate-term#ixzz6RxLuPJx1.

Practice Task 2: THIEVERY

Directions. What do you think Text A, Text B, and Text C are about? Use the
THIEVES strategy to determine the information the selections contain by briefly
answering on your answer sheets the question on each row.
THIEVES Strategy Text A Text B Text C
Title. What do I already know about the topic
based on the title?
Headings. What does this heading tell me I will Not Not Not
be reading about? applicable applicable applicable
Introduction. What does the introduction tell me
I will be reading about?
Every first sentence in a paragraph. What do
I think this chapter is going to be about based on
the first sentence in each paragraph?
Visuals and vocabulary. What can I learn from Not Not Not
the visuals in a chapter? Do I know what the applicable applicable applicable
bold-faced words mean?
End-of-chapter questions. What do the Not Not Not
questions ask? applicable applicable applicable
Summary. What do I understand and recall
about the topics covered in the summary?

Practice Task 3A. COUNT ME IN

Directions: Reread Text B above. Then, match each sentence to each of the parts
of its text structure. Write only the sentence number on the appropriate box.

Text B: Parents can make a major contribution in their children's schools

Structure Contains Sentence Number(s)
Situation The topic and background 1.
Problem The nature of the problem 2.
Solution The solution 3.
Evaluation How well the solution works 4.

Practice Task 3B. LUCKY NUMBERED DAYS

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 Directions: Review Text C. Match the sentence number to the expected content in
every part, i.e. introduction, body, and conclusion. Write only the sentence
numbers on your answer sheets.

Text C: WHO officials encourage calling it ‘physical distancing’ not ‘social

distancing’
Structure Content/Information Sentence Number(s)
Introduction The situation/ unresolved concept 1.
Thesis Statement 2.
Body The misconception 3.
The proposed way around the situation 4.
The justification for the proposed solution 5.
Conclusion The reiteration of the misconception 6.
The reiteration of the solution 7.
The restatement of the justification for the 8.
proposed solution

B. Assessment. READ AND SEEK

Directions. Fill in the spaces in the paragraph below with information/words from
Text A. Write your answers on your answer sheet.

Dr. Roxas designed a (1) _______________________ to detect six

plagiarism styles, namely: insertion, deletion and modification of comments,
changing names of variables, attributes and methods, changing the ordering of
blocks of statements, changing the formatting of the source code, extraction of
source code to a method, and copying the source code as it is. To test the
effectiveness of an older plagiarism software program called v1.0 that uses the
RKR algorithm, Dr. Roxas conducted (2) ____ numbers of tests. On the first test,
she tested which plagiarism style was able to evade detection. Findings revealed
that (3) __________, (4) __________, (5) _________ were easily detected by
100%. On the other hand, (6) _____________ plagiarism style was able to avoid
detection most frequently. So, Dr. Roxas developed a new plagiarism detector
called the v2.0. Results of the second test showed that EXTRACT was detected by
(7) _____ to ____%. However, the problem of the new plagiarism program is that it
also detects (8) _________________ by 37.5%.

IV. RUBRIC FOR SCORING.

No product or performance test.

V. REFLECTION/COMMENTS/SUGGESTIONS
Directions. On your answer sheets, kindly complete the sentences below.
1. I have learned that text structure is __________________________________
______________________________________________________________
_________________________________________________.
2. I need explanation/guidance on ____________________________________
______________________________________________________________
_____________________________________________________________.

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VI. REFERENCES
Cepero-Perez, M. (n.d.). Digging deeper into text structures. Florida: The
Broward Education Foundation.
Department of Education, Region V Bicol. (2020). English for Academic and
Professional Purposes: Quarter 1 – module 2 (Use knowledge of text
structure to glean for information he/she needs).
Department of Education, Region V Bicol. (2020). English for Academic and
Professional Purposes: Quarter 1 – Learning Activity Sheet 2 (Use
knowledge of text structure to glean for information he/she needs).
Hamp-Lyons, L. & Heasley, B. (2009). Study writing: A course in writing skills for
academic purposes, 2nd Ed. Cambridge University Press.
Kueppers, C. (2020 Mar. 22,) ‘Social distancing’ a most unfortunate term. In
Philippine Daily Inquirer. https://opinion.inquirer.net/128232/social-
distancing-a-most-unfortunate-term#ixzz6RxLuPJx1.
Roxas, R.E. (2006). Plagiarism Detector Generator. De La Salle University
Research Abstract. https://www.dlsu.edu.ph/research/abstracts/
Shiach, D. (2007). How to write essays: A step-by-step guide for all levels, with
sample essays. Oxford, UK: How to Content.

Prepared by:

REASHIELA L. KHAN
Teacher III
Calatagan High School
Division of Catanduanes
Quality Assured by:

SONIA V. PRENSADER LORAINE T. CHONG

School Principal II Head Teacher III, English Department
Bato Rural Development High School Catanduanes National High School
Division of Catanduanes Division of Catanduanes

GINA B. PANTINO, Ed.D. HELEN TITONG

Education Program Supervisor Education Program Supervisor
Division of Catanduanes Division of Masbate

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VII. ANSWER KEY
Practice Tasks

Practice Task 1.
1. IMRD 2. S-P-S-E 3. Three-Part Essay structure

Practice Task 2. Possible answers

THIEVES Text A Text B Text C
Strategy
Title There is already a way Parents are The term ‘social
to detect plagiarism. encouraged to distancing’ is
contribute in their problematic.
children's schooling.
Headings. Not applicable Not applicable Not applicable
Introduction. The author will The text will present The text will justify
present the why there is a why “social
effectiveness of the movement that distancing” is an ill-
plagiarism detector encourages parental fitting term and why
she made. involvement in “physical distancing”
schools. should be used
instead.
Every first There are three Text B has only one Text C has four
sentence in paragraphs. Based on paragraph and based paragraphs. Based
a the first sentence of on its first sentence, it on the first sentence
paragraph. each paragraph, the talks about the change of each paragraph,
first paragraph talks towards increasing the first talks about
about design and parental involvement ‘social distancing’, the
implementation, the in schools. second about the flaw
second about the of the term social
testing conducted, and distancing, the third
the last about the about keeping
results of the study. connected at a safe
distance, and the last
about ‘physical
distance.’
Visuals & Not applicable Not applicable Not applicable
vocabulary
End-of- Not applicable Not applicable Not applicable
chapter
questions
Summary I recall that the I recall that parents I recall that ‘physical
existing plagiarism have become more distancing’ is the
detectors can detect engaged in the studies appropriate term, not
plagiarisms, though of their children. ‘social distancing.’
not 100%, but by a
significant degree.

Practice Task 3A.

1. Sentence Numbers 1 and 2 3. Sentence Number 5
2. Sentence Number 3 4. Sentence Number 6

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 Practice Task 3B.
1. Sentence Numbers 1 and 2 5. Sentence Number 6
2. Sentence Numbers 3 6. Sentence Number 10
3. Sentence Number 4 7. Sentence Number 11
4. Sentence Number 5 8. Sentence Number 12

Assessment
1. Plagiarism detector generator
2. Two
3. insertion, deletion and modification of comments / comments
4. changing names of variables, attributes and methods / variables
5. changing the formatting of the source code / format
6. extraction of source code to a method / extraction
7. 83% to 100%
8. false positives

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